Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. engineering principles. Foremost among them was the emphasis on clarity and specificity, ensuring that each instruction was initiated with a clear and precise directive. To personalise responses, the persona of an EER designer was designated for ChatGPT to embody, tailoring its interactions accordingly. Furthermore, maintaining alignment with the EER's learning objectives was essential to ensure that the prompts effectively supported the educational goals. The active use of feedback loops allowed for prompt refinement, resulting in iterative improvements. Contextual clarity was incorporated when needed to guide the AI's output effectively. Additionally, real-life scenarios were utilised for certain prompts, grounding them in practical and relatable situations. Implications for practice Room2Educ8 simplifies the process of aligning learning objectives with puzzles and narratives, resulting in a cohesive and immersive interactive story that enhances learning experiences. The decision to integrate this framework with ChatGPT stemmed from the goal of making EER design more accessible to educators, especially those lacking prior experience with escape room formats or facing time constraints. ChatGPT's user-friendly interface requires no specialised technical skills, ensuring educators with varying levels of tech proficiency can benefit. Additionally, ChatGPT's quick content generation reduces the time educators spend on content creation, allowing them to focus on essential aspects of teaching and learning. The included prompt engineering principles provide a valuable reference for crafting effective prompts, while the sample prompts can be easily adapted to various subjects, significantly improving the efficiency and effectiveness of the EER development process. Cás-Staidéar 17: Féidearthachtaí na hIntleachta Saorga san Oideachas: Measúnú ar Ról AI Chatbots mar Mheán Cumarsáide san Ardoideachas General information Slepankova, M. (2021). Possibilities of Artificial Intelligence in Education An Assessment of the role of AI chatbots as a communication medium in higher education. Master Thesis, Linnaeus University. https://doi.org/10.1109/ICECCE61019.2023.10442360 University/ HEI: Linnaeus University, Sweden Course and subject domain: No specific Aim: Investigate the factors that influence the acceptability of AI chatbots by university students in HE which might point subsequently to the lack of usage. The study also suggests the most appropriate communication areas of AI chatbot application in HE suggested by students. The thesis utilises the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model to find the predictors of AI chatbots acceptability in HEIs.
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